Field Instructor Orientation Manual · 4.1 CL Identify and assess the appropriateness of...

Office of Field Education

2020 – 2021

12016

Field Instructor Orientation Manual

Dear Field Instructor,

Welcome to field education at the University of Maryland School of Social Work. As an accredited school by the Council on Social Work Education and one of the largest programs nationally, we are gratified to continue to provide a comprehensive field education component that empowers students in the MSW program. Field education provides students the opportunity to integrate classroom content into real life scenarios and gain experiential knowledge. It is a critical component in preparing our students to become competent social work professionals. This would not be possible without dedicated field instructors like you. We thank you and your agency for accepting this added role while maintaining regular work responsibilities. We hope you find this manual helpful in learning more about our program and refer to it when questions arise throughout the academic year. The team in the Office of Field Education (OFE) looks forward to working closely with you. On behalf of the OFE team, I extend my best wishes for a successful field year! With warm regards,

Samuel B. Little, MSW, PhD, LCSW-C Associate Dean for Field Education

525 W. Redwood Street t

Baltimore, MD 21201 1

410 706 7790 I 410 706 6046 FAX X

www.ssw.umaryland.edu

http://www.ssw.umaryland.edu/

Dear New Field Instructor, Welcome to the Field Education “TEAM” at the University of Maryland School of Social Work. Field instruction is such an integral part of social work education, and we are grateful to you and value your contribution to the success of our program and our students. Graduates often identify their field experience as the most meaningful and informative part of their professional development of skills and social work identity. Therefore, we know your contribution will have an impact on individuals, families, communities, organizations, and our profession for many years. The New Field Instructor Orientation provides you with an overview of our field education program, strategies for integrating coursework into field experiences, helpful resources for addressing “teachable moments,” tips for providing feedback and instruction, and other materials to support you in your role. This manual is organized to follow the field education calendar and process so it will serve as a useful resource throughout the academic year. Other members of the field education team include the Faculty Field Liaison assigned to your agency and all of us in the Office of Field Education. We are committed to supporting you and your student for a successful and rewarding field experience. Contact us if we can enhance the field education experience. Thank you for your guidance, support, and instruction of our students. We hope you find the experience rewarding as well. With deep gratitude and warm regards,

Gisele Gisele Ferretto, MSW, LCSW-C Clinical Instructor Manager of Field Education Training 410-706-6934 [email protected]

525 W. Redwood Street t

Baltimore, MD 21201 1

410 706 7790 I 410 706 6046 FAX X

www.ssw.umaryland.edu


Table of Contents

Office of Field Education Introduction Page 1 Role of the Field Instructor: Page 2- 8

1. Field Education Context 2. Nine Social Work Competencies and

a. Foundation Generalist Practice Level Behaviors b. Clinical Specialist Practice Level Behaviors c. Macro Specialist Practice Level Behaviors d. Definitions of Field Terms e. Title IX Training

Agency Orientation Page 9-14

1. Agency Orientation Checklist 2. Agency Orientation Survey 3. Safety Checklist 4. Professional Code of Conduct

Integrating Field & Coursework Page 15 - 34

1. MSW Program Foundation Field Seminar 2. SOWK 610 Structural Oppression - Implications for Social Work 3. SOWK 630 Social Work Practice with Individuals: Opportunities for Integrating Concepts

a. Cournoyer handout: The Social Work Skills 4. SOWK 631 Social Work Practice with Organizations and Communities: Opportunities for

Integrating Concepts a. Suggestions for MACRO Assignments b. MACRO Field Project

5. SOWK 632 Social Work Practice with Groups and Families: Opportunities for Integrating Concepts

6. Opportunities for Integrating Concepts from SOWK 670 (Social Work Research) into the Field Setting

7. Sample Advanced Curriculum Process Recording Resources Page 35-40

1. PROCESS RECORDING: Clinical/ Individual Intervention 2. PROCESS RECORDING: Macro System 3. Process Recording Field Instructor Comments Activity Worksheet

Teachable Moments & Performance Improvement Plan 1-44

1. Teachable Moments Scenarios 2. Performance Improvement Plan 3. Student Resources

a. Writing Center b. Wellness Hub c. Counseling Center

Power Point Presentations Page 45

Office of Field Education http://www.ssw.umaryland.edu/field-education/

The Office of Field Education (OFE) is responsible for the development of field placement sites, the placement of students, and for the ongoing monitoring of the field education program. The OFE provides orientations and workshops for students and Field Instructors as well as ongoing support and assistance to Faculty Field Liaisons and to students and Field Instructors as needed.

Contact us: [email protected]; 410-706-7187; 5th floor of SSW

Our OFE personnel are dedicated social work professionals with a diverse range of expertise and professional social work experience.

Samuel B. Little, MSW, PhD, LCSW-C

Associate Dean and Director of Field Education

[email protected] 410-706-7187

Laura Loessner, MSW, LCSW-C, LICSW

Clinical Instructor, Assistant Director of Field Education


Donna Earling, BS

Office Manager


Coretta McKenzie, MSW

Program Management Specialist


Franklin C. Chappell, MSW, LCSW-C

Clinical Assistant Professor, Field Coordinator

410-706-3600

[email protected]

Monifa N. Johnson, MSW, LCSW-C, LICSW

Clinical Instructor, Field Coordinator

410-706-3363

[email protected]

Denise Chop, MSW, LCSW-C


410-706-4552

[email protected]

April K. Latson, MSW, LMSW


410-706-3894

[email protected]

Caron Cox-Branch, MSW, LCSW-C


410-706-0867

[email protected]

Debra Linsenmeyer, MSW, LCSW-C


410-706-3439

[email protected]

Gisele Ferretto, MSW, LCSW-C

Clinical Instructor

Manager of Field Education Training

410-706-6934

[email protected]

Barbara Nathanson, MSW, LCSW-C


410-706-2235 UMB 301-738-6163 USG

[email protected]

Angela Jachelski, MSW, LMSW

Clinical Instructor, Macro Field Coordinator

410-706-3363

[email protected]

Everett Smith Jr., MSW, LMSW


410-706-1880

[email protected]

http://www.ssw.umaryland.edu/field-education/

mailto:[email protected]

2015 Council on Social Work Education (CSWE) EPAS:

Role of the Field

Instructor

2

3

9 Core Competencies with 31 Foundation Generalist Behaviors

16 Clinical Advanced Behaviors 17 Macro Advanced Behaviors

Competencies: Nine Social Work Competencies identify the essential skills and behaviors that

encompasses and describe the essence of Professional Social Work Practice.

Behaviors: Observable actions that demonstrate an integration of knowledge, values, skills, and

cognitive and affective processes that comprise the competency.

Competency #1 Demonstrate Ethical and Professional Behavior

Foundation Behaviors

1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context

1.2 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations

1.3 Demonstrate professional demeanor in behavior, appearance, and oral, written, and electronic communication

1.4 Use technology ethically and appropriately to facilitate practice behavior outcomes

1.5 Use supervision and consultation to guide professional judgment and behavior

Advanced Clinical

Behavior

1.1 CL Apply professional social work ethics and laws to resolve ethical dilemmas arising in the context of clinical practice

Advanced

Macro Behaviors

1.1 Macro Conduct one’s self professionally while engaging in a variety of macro professional roles (e.g., facilitator, leader, broker, organizer, negotiator, educator, researcher or manager) as appropriate for the practice setting

1.2 Macro Employ strategies of ethical reasoning and problem solving in assessment, intervention, and evaluation of organization, community, and policy practice

1.3 Macro Communicate information in a manner that is appropriate for the target audience and for the medium of choice (e.g., advocacy brief, social media, budget, grant proposal, presentation, etc.)

Competency #2 Engage Diversity and Difference in Practice


2.1 Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels

2.2 Present themselves as learners and engage clients and constituencies as experts of their own experiences

2.3 Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies

Advanced Clinical

Behavior

2.1 CL Identify the impact of diversity factors (e.g., age, class, color, sex, sexual orientation, culture, ethnicity, gender, gender identity and expression, disability, immigration status, political ideology, race, and/or religion) upon practitioner-client transactions and apply this knowledge to practice

Advanced Macro

Behavior

2.1 Macro Establish effective and collaborative working relationships with people of various cultural backgrounds and identities, especially with marginalized populations

4

Competency #3 Advance Human Rights and Social, Economic, and Environmental Justice


3.1 Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels

3.2 Engage in practices that advance social, economic, and environmental justice

Advanced Clinical

Behavior

3.1 CL Demonstrate an awareness of the effects of current and historical oppression, discrimination, and trauma on client and client systems

Advanced Macro

Behavior

3.1 Macro Demonstrate an understanding of structural systems of inequality and apply this understanding to one’s organization, community, or policy work

Competency #4 Engage In Practice-informed Research and Research-informed Practice


4.1 Use practice experience and theory to inform scientific inquiry and research

4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings

4.3 Use and translate research evidence to inform and improve practice, policy, and service delivery

Advanced Clinical

Behaviors

4.1 CL Identify and assess the appropriateness of evidence-based bio-psycho-social approaches that can be used in clinical assessment and intervention with clients

4.2 CL Develop a research question that can inform policy, programs, or practice (same as 4.2 Macro)

4.3 CL Conduct quantitative and/or qualitative data analysis and use findings to inform policy, program, or practice (same as 4.3 Macro)

Advanced Macro

Behaviors

4.1 Macro Construct and utilize best practices and evidence to develop and implement community, organizational, or policy interventions

4.2 Marco Develop a research question that can inform policy, programs, or practice (same as 4.2 CL)

4.3 Macro Conduct quantitative and/or qualitative data analysis and use findings to inform policy, program, or practice (same as 4.3 CL)

Competency #5 Engage in Policy Practice


5.1 Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services

5.2 Assess how social welfare and economic policies impact the delivery of and/or access to social services

5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice

Advanced

Clinical Behaviors

5.1 CL Be able to articulate the factors that shape the development of legislation, policies, program services and/or funding at all system levels and the effect of public policy on client services and/or programming in an area of practice (same as 5.1 Macro)

5.2 CL Communicate to stakeholders, administrators, legislators and/or colleagues the implications of policies and programs, and implications of policy and program changes in the lives of clients, communities, organizations, or society (same as 5. 2 Macro)

Advanced

Macro

5.1 Macro Be able to articulate the factors that shape the development of legislation, policies, program services and/or funding at all system levels and the effect of public policy on client services and or programming in an area of practice (same as 5.1 CL)

5

Behaviors

5.2 Macro Communicate to stakeholders, administrators, legislators and/or colleagues the implications of policies and programs, and implications of policy and program changes in the lives of clients, communities, organizations, or society (same as 5.2 CL)

Competency #6 Engage with Individuals, Families, Groups, Organizations, and Communities


6.1 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies

6.2 Use empathy, reflection, and interpersonal skills

Advanced Clinical

Behaviors

6.1 CL Establish a therapeutic contract with a client and modify the contract based on on-going clinical assessment and client feedback

6.2 CL Recognize and manage personal biases as they affect the therapeutic relationship in the service of clients' wellbeing

Advanced Macro

Behaviors

6.1 Macro Use strategies collaboratively with people from diverse economic, political, social, and cultural backgrounds, and/ or from marginalized communities to promote sustainable change and equity for oppressed client groups, communities, organizations, institutions, or society

Competency #7 Assess Individuals, Families, Groups, Organizations, and Communities


7.1 Collect and organize data, and apply critical thinking to interpret information from clients and constituencies

7.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies

7.3 Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies

7.4 Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies

Advanced Clinical

Behaviors

7.1 CL Synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice

7.2 CL Evaluate the strengths and weaknesses of theoretical perspectives and differentially apply them to client situations

7.3 CL Formulate culturally informed client assessments that integrate information from all relevant sources

Advanced Macro

Behaviors

7.1 Macro Assess and analyze social systems (e.g., communities, organizations, political systems) using multiple frameworks and synthesis to inform intervention

7.2 Macro Synthesize and differentially apply theories, constructs, frameworks and models of human behavior and the social environment to guide assessments and planning macro practice

6

Competency #8 Intervene with Individuals, Families, Groups, Organizations, and Communities


8.1 Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies

8.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies

8.3 Use intra and/or inter-professional collaboration as appropriate to achieve beneficial practice outcomes

8.4 Negotiate, mediate, or advocate with and on behalf of diverse clients and constituencies

8.5 Facilitate effective transitions and endings that advance mutually agreed on goals

Advanced Clinical

Behaviors

8.1 CL Evaluate, select, and apply best practices and evidence-based interventions

8.2 CL Demonstrate the use of appropriate clinical techniques for a range of concerns

identified in the assessment

Advanced Macro

Behaviors

8.1 Macro Identify appropriate intervention and how it is relevant to client/constituent system

8.2 Macro Implement a problem-solving sequence when intervening in an organizational, community, or policy practice setting

8.3 Macro Make use of changing technology or innovations that contribute to understanding and addressing problems affecting organizations, communities, or policy

Competency #9 Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities


9.1 Select appropriate methods for evaluation of outcomes

9.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes

9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes

9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels

Advanced Clinical

Behavior

9.1 CL Assess the effectiveness of interventions with clients

Advanced Macro

Behavior

9.1 Macro Evaluate the effectiveness of interventions or best practice with programs,

organizations, communities, or policy

7

Definitions of Frequently Used Field Education Terms

Types of Field Practicums: Foundation and Advanced (Advanced Clinical or Advanced Macro).

Advanced students may select an extended schedule to remain in field for an extended period of

time, usually to the end of July; going 2 days per week instead of 3 days.

Field Coordinator: The person in the field education office who carefully assesses your field

application, educational course of study, and learning needs then assigns your specific field

placement. You may contact your field coordinator throughout the year with questions if your liaison

or field instructor can’t answer them.

Field Instructor: The Social Worker at your agency who will teach you throughout the year at your

field placement. They provide you with regular feedback, weekly supervision, review and comment

on all of your paperwork; assign tasks, complete an assessment/ evaluation of your progress at

mid-semester and the end of each semester. All of your activities at the agency fall under their

supervision and social work license.

Task Supervisor: Some field sites use a Task Supervision Model of Field Education. The Task

Supervisor is the agency staff member that is assigned to assist students in learning the activities

identified in the learning agreement. The task supervisor carries the responsibility for the client

system and “shares” various case activities with students.

Field Liaison: The person hired by UMB to monitor your progress in field. This person is the

connection between the field instructor, student and UMB. If issues arise, you and/or your field

instructor may seek guidance from your field liaison. Their job is to support the placement. They

review work submitted in the EFN and issue your grade for field.

EFN : Electronic Field Notebook: the online system through which students submit their

assignments, receive feedback from their field instructors, and keep their liaison informed of their

progress.

Competencies: Nine Social Work Competencies identify the essential skills and behaviors that

encompasses and describe the essence of Professional Social Work Practice.

Behaviors: Observable actions that demonstrate an integration of knowledge, values, skills, and

cognitive and affective processes that comprise the competency.

Learning Agreement: The educational plan that is developed between the student and their field

instructor and approved by your Field Liaison. It is a collaborative process that describes the

specific activities, tasks, and assignments the student will perform to achieve competencies.

Student Assessment: This is the “evaluation” your field instructor will complete at mid-semester

and at the end of each semester to provide you with written feedback on your progress on your

development of the practice behaviors for each competency.

Learning Activities: Learning activities are assignments/tasks that provide students with the

opportunity to develop and demonstrate their attainment of behaviors related to core competencies.

CSWE: Council on Social Work Education

EPAS: Educational Policy and Accreditation Standards

NASW Code of Ethics: The guide for professional conduct of social workers. It includes: social

work's mission, core values, ethical principles, and specific ethical standards to guide social

workers' conduct.

8

For more information, here is the link to the Title IX website: https://www.umaryland.edu/titleix/. Thank you for your attention to this matter. Sincerely,

The SSW Office of Field Education

Dear Field Instructors, All members of the UMB community – students, staff, faculty, and affiliates - are required to complete the Title IX awareness training each academic year. Field Instructors fall under the category of “affiliates.” The Office of Field Education will send field instructors an email with the link to complete the UMB Office of Accountability and Compliance training.

After completing the training, please download your Certificate of Completion and upload it into the electronic field notebook (EFN). You will see the prompt to upload your Title IX certificate when you log into the EFN (see screenshot below). Your certificate will serve as proof that you have completed the training.

http://r20.rs6.net/tn.jsp?f=001pVkdq0LMSoHYHVlOTP16280D8PHZkOrfVwcepREImkht85-015gV4QOMxr_neb-PkuFv_ozxbjK229KFLJU_Q-uNpFSdzqvMHreAGOjVKlpIik8xNleaJyaL2vI1QPQh1GoPAjLLV1eNTB45Z8RqMF_a4Lx2gIyF&c=BnM4kioglDDAHbyAEgr2QJ2YI7enzZ2bGIqjjjiEFQeBUawEqQZt_g==&ch=mn2qU5gUaqszotz5KtNKAxfiKOHwdAzX0wesaVvr2tB09FC8zZCzZg==

9

Agency Orientation

10

Agency Orientation Checklist

Task Timeline Done

Agency Prep Update agency profile

Verify the Affiliation Agreement between the agency and UMB is up-to-date

Identify student workspace

Set up phone, computer, office supplies

Contact IT for email/computer access

Create/update intern manual or resource folder

Develop a list of agency and program acronyms

Logistics – parking pass, building access, ID badge process

Organize/update agency policies and procedures (administrative and clinical)

Identify HR requirements for students

Summer – mid-August, and after student interview and acceptance

Staff Prep

Inform staff of intern arrival – names, schools, days/hours on site

Assign Task Managers

Plan for student activities – client caseload, group co-facilitation, MACRO opportunities, etc.

Develop an orientation schedule for students

Plan a welcome for students

Summer – mid-August, and after student interview and acceptance

Student Prep

Communicate after interview and before first day – start date, arrival time, parking, dress code, etc.

Communicate “informals” – places to eat, get coffee, better commuting routes, etc.

Review HR requirements and timeline

Review orientation schedule (if possible)

After student interview – mid-August

11

Initial Student Orientation

Plan a tour of agency

Introduce to staff

Introduce to clients

Introduce to other students

Discuss how students will interact with each other (student group project, co-facilitate client group, etc.)

Plan student meeting time with Task Managers

Send to HR for paperwork

Review logistical information (ID, hours, parking, lunch, restrooms, timesheets, IT help, use of phone/other equipment, etc.)

Discuss agency vision, mission, values, goals, services provided, and population served.

Review agency administrative P&P (inclement weather, emergency, safety, phone tree/alert protocols, voicemail messages, email use, tardiness, leave, use of agency vehicle, reimbursement, etc.)

Review agency clinical P&P (clinical philosophy, intervention methodologies, documentation requirements, intervention timelines, etc.)

Review “Student Agency Orientation Checklist”

Discuss professional behavior – Code of Ethics, confidentiality, mandating reporting, dress code, time management, use/abuse of computer, personal cell phone use

Discuss safety and develop student safety plan – review “Student Safety Checklist”

Discuss clients, agency culture, staff culture, diversity, case assignments

Review applicable policy, laws and COMAR, Federal regs, etc.

Assign reading – laws, interventions, theory – related to work of agency

Set up supervision time

Week of September 2 – first couple weeks of field placement; some tasks can be covered in initial supervision meetings

Additional Student Orientation/ Initial Supervision

Review schedule – due dates, agency timelines, field instructor backup

Discuss supervision content – roles of student, supervisor and task manager, student-driven agenda, expectations, etc.)

Begin discussion of Student Learning Agreement

Review course syllabi, discuss assignments/content, MACRO field opportunities

Plan for first Field Liaison visit

First 2-3 supervision sessions

12

FIELD INSTRUCTOR TRAINING PROGRAM

AGENCY ORIENTATION SURVEY

Instructions Ask yourself about the areas you currently discuss during your first meeting with your student or as part of your agency orientation. On the first day I meet with my student, I talk about… 1. Emergency contact information Yes No

2. The agency dress code Yes No

3. Reimbursement procedures Yes No

4. The clientele the agency serves Yes No

5. Types of services provided Yes No

6. What social workers do in the agency Yes No

7. How the student should identify themselves Yes No

8. Confidentiality issues Yes No

9. Safety precautions Yes No

10. Jargon used by the agency Yes No

11. Where to find information for making referrals Yes No

12. My expectations of the student Yes No

13. Times I am available to meet with the student Yes No

14. Guidelines regarding assignments and deadlines Yes No

15. My vision of the placement experience Yes No

13

This is for your information: Students will review Safety as part of their Orientation to Field and will be encouraged to discuss safety with you.

Safety Checklist The Safety Checklist includes agency procedures, guidelines, and policies related to safety and precautionary measures. Students should consider giving a copy to their field instructor to ensure that all important material has been discussed. I. Environmental Safety DISCUSSED

Fire Procedures Disaster Procedures Severe Weather Procedures Universal Precautions Covid 19 Precautions and Practice Guidelines ________

II. Agency and Surrounding Area Parking After-hour Security o Office Set-Up/Exits o Panic Buttons o Personal Belongings o Sign-in & Sign-out Logs

First Aid Procedures Neighborhood Issues o Isolate/Vulnerable Areas

Equipment Issued o Cell Phone/Pager/Computer

Trainings Required Vaccinations Required

III. Agency Client Population and Services Provided Common Client Issues Common Psychiatric & Substance Abuse Issues Boundary Issues Client Incident Procedures o Physical Restraint

Staff Incident Procedures

IV. Transportation Vehicle Procedures o Personal Vehicle o Agency Vehicle

Vehicle Safety Protocols Unscheduled Stops

V. Emergency Protocol Definition of an Agency Emergency Chain-of-Command Procedures Documentation Required

14

This is for your information: Students will review the Professional Code of Conduct and they will sign it prior to arriving at your field agency.

Social Work Professional Code of Conduct The purpose of this Professional Code of Conduct is to identify expectations of student behavior as it relates to their field placement experience. If the student has any questions concerning its content, clarify with your Field Instructor, your Faculty Field Liaison or Faculty in the Office of Field Education.

Please initial each item

1 The student agrees to carefully read, in entirety, the SSW Field Education Manual and the NASW Code of Ethics to become fully familiar with, and abide by the content in each.

________

2 The student understands what “Professional” behavior is, and is committed to demonstrating that behavior in the field setting and for any field seminar, including behavior with regard to:

Dress code

Use of cell phone

Confidentiality

Use of social media

Interaction with agency staff, administration, and clients

Respect of agency policies and procedures

________

3 The student agrees to maintain a careful and accurate written record of hours completed in field, which will serve as an official record.

________

4 The student agrees to work cooperatively with the field instructor, to report to field on time and be prepared to learn, and be an active participant in the field experience.

________

5 The student recognizes the importance of early contact (within 48 hours) with the Faculty Field Liaison if any problem or concerns occur in the field setting.

________

By signing this document, I indicate that I have read this Professional Code of Conduct and understand its purpose. Student Name (Print): ______________________________________ Student Signature: ________________________________________ Date: _____________________________________________________

15

Integrating Field &

Coursework

16

University of Maryland School of Social Work

MSW Program Foundation Field Seminar

Field seminar is an opportunity for MSW students to meet in small groups to discuss their field experiences. During the course of the foundation field placement at UMSSW, foundation students will participate in monthly, facilitated, small-group seminars intentionally designed to include conversations about difference, anti-oppression, privilege and cultural humility.

Seminar Objectives:

In field seminar, students will:

1. Become oriented to the principles and practice of social work.

2. Practice critical self-reflection to improve self-awareness, and awareness of the impact of self on developing professional identity.

3. Discuss issues of oppression, privilege and cultural humility, and integrate the practice of critical self-reflection within an anti-oppression, culturally humble framework.

4. Bridge material learned in class with the practical application of that material and other practices in field.

5. Discuss experiences and troubleshoot issues in field.

Field Seminar Details:

• Field liaison seminar instructors will lead monthly seminars (Four in the fall and four in the spring semester.)

• Seminar pacing follows the flow of the student field experience, and uses inquiry-based learning, adult learning, and problem-based learning models.

• A detailed facilitator guide provides baseline consistency of seminar content and topics among seminar groups.

• Blackboard will house materials, activities and other resources to support participants in seminar.

• Modified field education assignments and assessments ensure evidence of student inclusion of critical self-reflection and anti-oppressive practices:

• Process recordings and monthly reports will include an identity awareness/social justice reflection question.

• Fall and Spring semester field assessments will include liaison review of student attendance and participation in seminar.

17

• Preparation of field liaison seminar instructors will begin with an intensive training on July 30, 2020, and will be on-going throughout the year in routine coaching circles and ongoing professional development.

• Initial intensive training includes:

• Navigating conversations about difference, anti-oppression, privilege and cultural humility in the context of critical self-reflection;

• Overview of UMSSW methods and diversity course content;

• Skills for bridging and integrating course content with emerging practice;

• Review of facilitator guide;

• Instruction on use of video conference (WebEx and Zoom) technology

18

Opportunities for Integrating Concepts from

SOWK 610: STRUCTURAL OPPRESSION – IMPLICATIONS FOR SOCIAL WORK in the Field Setting

COURSE DESCRIPTION: Structural oppression – e.g., by race, gender, gender identity, sexual orientation, age, (dis)ability, religious and cultural beliefs and practices, ethnicity, national origin, and class – is omnipresent. Its faces and forms shape our consciousness, our communities, and our cultural norms. It influences the way we see both ourselves and others. It impacts our attitudes, our interactions, and our opportunities. We cannot escape it; we can only work to overcome it. This course will encourage its members to interrogate the causes, manifestations, impacts, and means of overcoming structural oppression in its myriad faces and forms. We will explore social identity in the context of a complex web of structural oppression – and the ways that dominant narratives influence the way we see ourselves and others. We will examine how some human differences are given social meaning, and how these differences have been used to divide people and hide and justify systems of exclusion, exploitation and marginalization. Throughout, as we seek to question constructs often considered natural and inevitable, we will challenge ourselves to envision and create more liberatory, equitable, and just ways to practice social work and organize social life. Students should take this course in the first semester of their MSW program at the University of Maryland School of Social Work as its concepts and analysis are foundational for social work education and practice. Prior to the first class session, students should have completed the online pre-requisite course on the history of oppression and resistance in Baltimore. COURSE OVERVIEW:

PART 1: THEORETICAL FOUNDATIONS AND CORE CONCEPTS

Session 1

Introductions

Who are we? What brings us to this space? What do we bring to it?

What goals do we have for ourselves? What goals do we have for the learning community we will share for the semester?

What do we need and expect from one another in order to meet our goals and to create a courageous and critical learning community?

Why is critical exploration of the causes, manifestations, impacts, and means of overcoming structural oppression essential for effective and ethical social work practice?

Is it possible for social work to adopt a “neutral” stance – i.e., to avoid taking sides with either the oppressor or those who are oppressed? Why or why not?

Session 2

Social Identity and Situating Ourselves

What is social identity? How is it formed?

What are common features of social identity?

What distinctions exist among those society groups or labels differently, in

19

ways connected to diverse social identities – particularly those on opposite sides of the dualities of domination/subordination, superiority/inferiority, normality/abnormality?

What complexities and contradictions do we find in our own social identities?

Session 3

Power and Oppression

What human differences have been used to create division and disparity?

What are the shared faces of oppression – across various aspects and arenas of our social lives?

How and on what bases can we distinguish between oppression and other social phenomena?

How is oppression reproduced and maintained – both at the level of individuals and social systems?

What is the relationship between oppression, and social work practice and research?

Session 4

Power, Oppression, and Privilege

What is privilege? Is there a difference between unearned advantage and conferred dominance? If so, what?

What forms of privilege do you have? How does it impact the way you see the privileged aspects of your lives?

Why is privilege often unacknowledged by – and even invisible to – those who have it? What privileges have you not seen or acknowledged?

How is privilege reproduced and maintained – both at the level of individuals and social systems?

What is the relationship between privilege, and social work practice and research?

Session 5

Intersecting and Interlocking Systems of Oppression

How are we to understand the myriad forms of privilege and oppression that exist within society – and within our own social existence?

What relationships exist among the various forms of oppression? How do various forms of privilege and oppression magnify or mitigate the impacts of one another?

What are the implications of intersectionality on intra- and interpersonal dynamics of privilege and oppression?

What are the implications for the struggle for liberation, equity, and justice?

Is there any aspect of social work practice or research where an intersectional approach would not be possible, or beneficial?

Session 6

From Differences to Disparities: Social Construction of Oppression

What does it mean to claim that, e.g., race is a social construct? How has this and other bases for oppression been socially constructed?

What mechanisms have been used over the course of history to convert some human differences into the foundations of economic, political and social disparities?

Are there differences among us that have not been given social meaning – but could have?

How have social work practice and research reinforced disparities based on difference? How have they subverted them? How might they?

20

Session 7

Political Economy and Oppression

What is capitalism? What are its features? Is it essentially oppressive?

What is the relationship between capitalism and other forms of oppression?

Is class oppression in unique any way(s) among the various forms of oppression? If so, how?

In what other ways have communities organized social relations? In what other ways might we – in particular, in order to promote social work values like wellbeing, autonomy, democracy, equity, and justice.

Session 8

Hegemony, (False) Consciousness, and Alienation

How do we come to believe that the socially constructed categories of privilege and oppression are natural and inevitable?

What impact does the internalization of privilege and oppression have on own views of ourselves, our communities, and others – as well as our interactions?

What role do social work practice and research play in creating and maintaining the superstructure – e.g., of cultural hegemony, ideology, social norms, civil society - that lays behind the institutions of overt control and oppression – hiding and justifying their existence. How might social work and research expose and subvert this superstructure?

Part 2: IMPLICATIONS FOR SOCIAL WORK PRACTICE

Session 9

Implications for Direct Practice

How has direct practice with individuals, families, and groups created and maintained the dualities and power disparities of domination/subordination, superiority/inferiority, normality/abnormality?

How has direct practice with individuals, families, and groups subverted such power dynamics and create more liberatory, equitable, and just ways to organize social life? How might it?

What changes would be necessary to do so? **Tutorial Reflection

Session 10

Implications for Organizational Practice

How has organizational practice created and maintained the dualities and power disparities of domination/subordination, superiority/inferiority, normality/abnormality?

How has organizational practice subverted such power dynamics and create more liberatory, equitable, and just ways to organize social life? How might it?

What changes would be necessary to do so?

Session 11

Implications for Community and Policy Practice

How has community and policy practice created and maintained the dualities and power disparities of domination/subordination, superiority/inferiority, normality/abnormality?

How has community and policy practice subverted such power dynamics and create more liberatory, equitable, and just ways to organize social life? How might it?


21

Session 12

Implications for Research

How has research created and maintained the dualities and power disparities of domination/subordination, superiority/inferiority, normality/abnormality?

How has research subverted such power dynamics and create more liberatory, equitable, and just ways to organize social life? How might it?


UNIT 3: VISIONS OF LIBERATION – TOWARD AN ANTI-OPPRESSIVE SOCIAL WORK PRACTICE

Session 13

Visions of Liberation: Toward an Anti-Oppressive Social Work Practice

What are the foundations of oppression in the areas of social work practice of greatest interest to us?

What steps might we take to overcome and undo this oppression– moving toward an anti-oppressive social work practice?

Session 14

Session 15

Wrap Up, Evaluations, and Hope for the Flowers

What have we learned? Where do we hope to continue to develop our abilities and deepen our understanding?

22

Opportunities for Integrating Concepts from

SOWK 630 (Social Work Practice with Individuals) into the Field Setting

SOWK 630, Social Work Practice with Individuals, provides students with foundation content on engaging, assessing, planning, intervening, and terminating with clients; along with frameworks for practice. The tenets of ethical practice are modeled and infused throughout the course. Students in SOWK 630 are also introduced to crisis intervention, motivational interviewing and SBIRT. It will be useful for you to ask your students to provide you with a copy of the SOWK 630 syllabus. Cournoyer Workbook Throughout the semester, students will be conducting exercises in their Cournoyer skill workbooks in their SOWK 630 classes. As field instructors, you might choose to provide opportunities for students to practice skills from the Cournoyer workbooks, thus integrating field and classroom content. For instance:

1. You might provide opportunities for your students to practice interpersonal skills as outlined in Cournoyer, Chapter 6, such as active listening.

2. You might provide opportunities to apply preparing skills for contact with clients according to the outline in Chapter 7, such as preparatory reviewing, preparatory exploring, preparatory consulting, preparatory arranging, preparatory empathy, preparatory self-exploration, centering, and preliminary planning and recording. You might choose to use this time to provide information about procedures of your agency for meeting clients for the first time.

3. You might provide opportunities for your students to apply beginning skills with at least one client system according to the outline in Chapter 8, including introducing yourself, seeking introductions, describing initial purpose, outlining the client's role, discussing policy and ethical factors, and seeking feedback. You could provide feedback about your students' application of beginning skills in your reviews of their process recordings.

4. You might provide opportunities for your students to apply exploring skills with clients, according to the outline in Chapter 9, including probing, seeking clarification, reflecting content, reflecting feelings, reflecting feeling and meaning, partializing, and going beyond what is said. Again, you might use your reviews of your students' process recordings to provide feedback regarding the students' abilities to appropriately use exploring skills.

23

Assignments: Students have four assignments in SOWK 630.

1) Professionalism Reflection Paper

In class students are exploring the NASW Code of ethics, the mission of the social work profession and beginning to understand the concept of use of self in the profession. Using guided reflection questions, students are asked to reflect on how their personal values align or conflict with that of the social work profession. The students are asked to reflect on these questions: • What I am learning about the profession of social work • What I am learning about myself as a future member of this profession • A beginning synthesis of the fit between the profession and yourself

2) Critical Autobiography on Race & Privilege The purpose of this assignment is to help students explore their intersectionality by critically analyzing race AND some other part of their identity (sexual orientation, class, age, etc) and begin to examine how the various aspects of their identity may impact their engagement with clients. Students are asked to identify one or two moments or experiences in their life that stand out as moments of awareness about their identity. Students are not graded on their story, but rather how they view their experience now that they have/are developing a way of understanding themselves within the context of structural oppression and privilege.

3) Skills Quiz

In SOWK 630 instructors will review the skills associated with clinical practice and Process Recordings. Instructors will cover the logistics of how to do a process recording and the educational importance, but the skills quiz is a way for the instructor to ensure that students know how to identify and define the various exploration skills that are to be used in Process Recordings per the Cournoyer text. Students are tested on their ability to clearly define exploring skills via multiple choice quiz.

4) Description, Assessment & Contract (DAC) (Psycho-Social Assessment)

The capstone assignment of SOWK 630 requires that each student apply specified models of psychosocial assessment and treatment contracting to an individual client in his/her field placement. In order to complete this assignment, students will need to have conducted several sessions with an individual client by Week 8 or 9 of the semester in order to have information to draw from for this assignment. Students will apply the specific comprehensive psychosocial assessment and treatment contract framework taught in the course to an individual client in their field placement. Each student will complete a genogram and an ecomap on the client as part of his/her overall assessment Note: the formats that are assigned in SOWK 630 are in the Cournoyer workbook; Cournoyer refers to them as the "Description, Assessment, and Contract (DAC)," rather than Psychosocial Assessment and Contract. It is very comprehensive and papers can reach 20 pages or more.

26

Opportunities for Integrating Concepts from SOWK 631

(Social Work Practice with Organizations and Communities) into the Field Setting

SOWK 631, Social Work Practice with Organizations and Communities, introduces foundation students to the field of macro practice. “Macro practice is professionally directed intervention designed to bring about planned change in organizations, and communities…Macro-level activities engage the practitioner in organizational, community, and policy arenas…These activities go beyond individual and group interventions but are often based upon needs, problems, issues, and concerns identified in micro-activities” (Netting, 1993, p. 3). Themes highlighted throughout the semester that field instructors should reinforce in the field setting include:

Multisystem Perspective - The idea that individuals’ private troubles typically have public dimensions.

For example, a person who lacks stable housing and struggles with substance abuse issues may be

facing these personal troubles in part because of the economic recession and a significant decline in

federal funding for affordable housing since the 1980s. Moreover, there are many points at which social

workers can “intervene” to address social problems. Field agencies should reinforce this perspective by

providing students with opportunities to intervene at levels beyond the individual and family, and helping

students to understand how public policy and social structures impact the agency, its practice, and the

population(s) served by the agency.

Power and Oppression in society and human service work – The course helps students not only

identify their own experiences with “privilege and penalty” based upon their gender, race, ethnicity,

nationality, class, sexual orientation, religious beliefs, etc., but how power manifests within human

service organizations, communities, and society at large. They also learn about how to build power to

enact change at organizational, community and state/federal levels. Field instructors should help

students understand power dynamics within the field agency and the implications of such for agency

policies, programming and procedures. Field instructors should also help students understand their own

power relative to the clients with whom they are working.

Empowerment and Multicultural Practice – The course defines empowerment and multicultural

practice approaches and helps students think critically about ways in which social workers can share

power with and build power among clients, co-workers and communities to address problems at the

individual, organizational, community and policy levels. Field instructors should help students critically

assess the ways in which the field agency does or does not consciously promote and integrate

empowerment and multicultural practices.

Conflict and Collaboration – Students become aware of different social change approaches and begin

to learn about making a “situational analysis” that informs the method(s) of intervention that will be most

successful. Field instructors should help provide opportunities for students to work in collaboration with

clients, colleagues or others in the agency’s network to develop or modify programing, change policy, or

collectively address issues of concern.

27

ASSIGNMENTS include: ORGANIZATIONAL ANALYSIS & MACRO FIELD ACTIVITIES AND LEARNING GOALS In order to deliver competent service, the social work practitioner must have an understanding of the organizational structure and behavior of the agency in which they work, and their role in helping to address organizational needs. This assignment provides an opportunity for the student to analyze their field agency, assume the role of a "consultant" in order to identify agency strengths and challenges, and identify specific macro projects in which they work with agency stakeholders to address organizational needs. Field instructors will help the student gain access to agency documents to increase their understanding of policies, procedures, programming, and priorities. Field instructors should also help students identify and speak with other agency stakeholders to understand different perspectives about the agency’s strengths and limitations. All foundation-year field students are expected to engage in macro-level activities. The key to creating these sorts of activities is that the focus of the intervention or target system is larger than an individual or a family (e.g. an organization, community, or local, state, or federal policy). Field instructors should work with their students to identify opportunities for ongoing or new macro-level activities in which the student can collaborate, and ideally take the lead, to address collectively an agency need or issue. A more in depth description and list of possible examples for community and management practice activities are included in this manual in the following five pages. Students will submit a brief (1-2 page) description of the macro activities they have identified with their field instructors, and connect these activities to their learning about the agency and their goals and expected competencies articulated in the learning contract. While students’ papers are NOT shared with Field Office or other faculty, you may ask the student to present you with an executive summary of their findings or to present their key findings to agency staff. COMMUNITY ASSESSMENT & ADVOCACY INTERVENTION Students will work together in groups to select an issue about which they are concerned. They will identify a community (geographic or of interest) affected by this issue. They will gather data about the the evolution of this issue from its emergence to the present, and about their chosen community, including its strengths, resources, and challenges. The assessment aims to identify an issue that the students would attempt to address and the community assets they could draw upon to address the identified issue. Once students have developed an understanding of the issue and how it impacts their chosen community, they will propose an advocacy strategy for addressing the challenges facing their community. While their research and assessment is a group project, each student will select and describe a form of advocacy they feel would help ameliorate the challenges they have identified in their assessment. The types of advocacy strategies they might choose include: (1) written legislative testimony; (2) plan to mobilize and/or train constituents in an advocacy effort; (3) plan for a media advocacy campaign; (4) an op-ed essay; or (5) letter of intent of concept paper for a small grant to support some program innovation or development. Since it is a group assignment, the community analysis does not typically connect directly to the agency. Field instructors are encouraged to discuss the assignment with students, and consider creating opportunities for students to apply the knowledge and skills developed in the community analysis to the agency’s community context. Students are not required to connect their advocacy strategy to the field placement agency, but they sometimes do. Field instructors should help students to understand the advocacy work being done in the agency and the impact of policy (local, state, national) on the agency’s constituents, practices and structure.

28

MACRO FIELD ACTIVITIES AND LEARNING GOALS All foundation field agencies are required to provide substantive macro-level activities for practicum students. In these activities, the focus of the intervention or target system is larger than an individual or a family (e.g., an organization, community, or local, state or federal policy). Macro practice includes activities associated with administration and program management, community organization and social action, and policy analysis and advocacy. General guidelines for such activities and a list of examples are provided below. For your information, below are the instructions students are provided by their SOWK 631 Instructor: “With your field instructor, you should identify opportunities for ongoing or new macro-level activities in which you can work collaboratively with others, and ideally take on a leadership role. These activities should help develop your knowledge, skills, values, and critical thinking as they relate to the social work competencies articulated in the learning contract, and address the needs or goals of your field agency. By Session 5 or 6, you will develop a brief (~2 page) description of the macro activities you have identified with your field instructor, and the connection between these activities and your learning goals and expected competencies articulated in the learning contract. The proposed project should answer the following questions: (a) What population is being served by the organization and what are their needs? (b) What specific activities are entailed in your project and how does the overall purpose of the project reflect the mission and goals of the agency and/or the department/program in which you are placed? (c) What staff will you need to collaborate with to accomplish the goals of the project? (d) What product(s)/output(s) will result? In other words, what does “success” for this project look like and how will you assess the impact of the project on the intended target system (i.e. clients, staff, organizational network, legislature) e)What is the connection between the proposed project/activities and the learning goals and expected competencies articulated in the learning contract? (f) What is the expected timeline for completion of activities and/or key milestones? Your field instructor should review the activities and learning goals before you submit the description to your SOWK 631 instructor. At the end of the semester (Session 15), you will include a brief progress report on your activities and reflection on your learning in your final organizational analysis paper. It will describe activities completed to date, your success and struggles in achieving organizational outcomes and learning goals related to these activities, and identify what steps you will undertake during the next semester. MACRO ACTIVITIES IN PRACTICUM FIELD PLACEMENTS GUIDELINES AND EXAMPLES Introduction All human service agencies should be able to provide management and community organization relevant activities for practicum students, and all foundation field agencies are required to provide substantive macro-level activities as part of the field experience. The key to creating these sorts of activities is that the focus of the intervention or target system is larger than an individual or a family (e.g. an organization, community, or local, state, or federal policy). Some activities will involve both management and community organizing work, and will include a group experience, for community practice typically involves bringing people together to carry out some sort of task. For example, an effort that involves a student in program development, such as working with a Committee of Parents to develop a Parenting Education program, involves work with a task group, recruiting and motivating community residents or agency clients, and enhancing the services aspect of the agency.

29

The above example also calls attention to one of the common differences between macro and clinical work, namely that the people with whom one works are usually functioning in the capacity of citizens or organizational staff members – not as clients who have come into the agency seeking help of some kind. Although the individuals one works with may exhibit personal and interpersonal problems, the aim of the work is not therapy or treatment, but system intervention. You may work with the clients of the organization on a macro intervention, but the focus of the intervention is not the clients; in such an intervention, the clients may be involved as partners in developing or evaluating a program, conducting a community assessment or intervention, or creating and conducting an advocacy or organizing campaign. Some guidelines to keep in mind:

Activities should be sufficiently challenging to warrant the attention of a graduate student. For example,

developing a community resource manual may be useful as a way of getting to learn about resources,

but normally does not require graduate level skills and knowledge to execute. However, if this activity

also involved developing and negotiating collaborative agreements with some specific group of

community agencies, it could become quite challenging and provide a useful learning experience.

The student needs to be given responsibility for doing something, not just observing.

Just as in clinical work, students need to carry out macro interventions consciously and deliberately. This

means that the interventions should involve the collection of appropriate information (study), assessment

of the task and challenges, development of goals and strategies, interventions to reach one's goals, and

evaluation of performance afterwards. Any macro activities should be discussed in supervision, and can

become the basis for the required Macro Process Recording. Clinical concepts and macro concepts are

often interchangeable and can be used well in field instruction around macro activities. These include

concepts like resistance, crisis intervention and management, building on strengths, visualization or

imaging, use of self, and assertiveness.

Examples of Macro-Level Activities Community Organization 1) Developing and staffing a "steering committee" to develop or plan a program or special project of some sort (e.g., a mentoring program for children). Members of the committee would include community leaders, parents, and others with knowledge or expertise. For some programs, such as a mentoring program, it is conceivable that a steering committee could expand and become the board of a new agency in the future. 2) Recruiting and/or working with an existing committee to assist with organizing an event that the community desires or that advances an organizational goal. For example, a community might be interested in holding a community fair, an agency might be interested in planning a fundraiser, or an affinity group might be interested in organizing a social action. The idea and the effort should be collective. 3) Organizing a group of clients or local residents to address a problem or condition in the community or in another institution that they are concerned about (e.g., a school detention policy, or the lack of playground equipment, or the lack of access to meal programs for older adults). 4) Organizing and working with a committee, to include residents, that develops and carries out a needs assessment survey in a given neighborhood or community, or perhaps in a housing project. For example, if the agency was serving a senior citizen housing project, perhaps there would be concern with the number of

30

seniors who seemed to have an alcohol abuse problem and the survey would seek to find out the extent of the problem and eventually develop services to deal with the problem. 5) Developing and working with an inter-agency task force to coordinate a service that each agency is providing in some part, such as procedures for referral of children or families where child abuse is suspected. 6) Developing and training a group of volunteers or community residents who can provide community education around some problem of concern such (e.g., teen pregnancy, the spread of HIV, smoking, drug abuse). 7) Participating with a service or advocacy coalition to advance a project (e.g., to raise community awareness, to foster service integration and collaboration) or campaign (e.g., to change policy) Management 1) Staffing a committee to develop an assessment form for some service the agency is providing, or to carry out an assessment of that service. 2) Helping the agency to develop a program or functional budget if it does not have one. 3) Developing and carrying out a cost-benefit analysis of the agency's programs or some specific project. 4) Conducting marketing research, such as the development and implementation of a client/consumer service satisfaction survey. 5) Developing a management information system for some particular program or client population. 6) Negotiating and finalizing a contract for a purchase of service. 7) Staffing a board committee, such as a nominations committee or a program committee. 8) Researching a variety of policy or program options and presenting to a decision-making body. 9) Planning and coordinating arrangements for implementing or starting a new program or project (e.g., a new transportation system for older adults to an adult day health program that the agency has started). 10) Supervising a group of volunteers who are providing a service or overseeing a project. 11) Coordinating the efforts of a staff working group who are trying to respond to a new opportunity. 12) Developing and writing a grant proposal. 13) Participating in recruitment interviews for a staff position within the organization and offering opinions and suggestions regarding the hiring process (e.g., to advance goals of racial or gender equity). 14) Arranging a panel discussion of three to five social service agency administrators in the community on a challenging theme related to human service management for a half-day interagency staff development workshop for staff, supervisors and upper managers.

31

15) Examining staff development opportunities, and if appropriate, developing a training program on a topic that staff has expressed a need for more information. 16) Assessing and writing a report on the effectiveness of team work processes within the organization and presenting it to the management team with suggestions or recommendations for improvement. 17) Analyzing the organization's performance or management system, including forms and procedures for staff appraisal. If appropriate, developing more usable behavior-specific evaluation methods. 18) Conducting a "marketing readiness" survey in the organization to assess employees' willingness and ability to engage in strategic marketing activities. If needed, developing a "marketing plan" to carry out marketing strategies. Policy Practice 1) Monitoring the effects of a new or revised state or federal policy on the agency or its clients/constituents, and presenting the effects to the agency’s staff and individuals it serves. 2) Monitoring the effects of changes in the city, county, state, or federal budget on the agency or its clients/constituents, and presenting the effects to the agency’s staff and individuals it serves. 3) Developing a plan to implement a new or revised policy or an effective agency response to new or impending changes in funding, and presenting the plan to the agency’s staff and individuals it serves. 4) Organizing and recruiting a legislative advocacy group who would mobilize support, prepare and provide testimony on a bill, and lobbying influential members in the state legislature or city/county council. 5) Advocating for policy changes that would affect the clients/constituents of an agency (e.g., developing and/or implementing a public education about the impact of the Affordable Care Act, participating in media advocacy about the needs of returning veterans and their families, legislative advocacy in support of expanded school mental health programs through testimony or meetings with legislators and their staffs, producing "report cards" on tile performance of elected officials). Ideally, this (as is the case with most macro interventions) would be done with clients/constituents, not merely for them. 6) Providing a training with and for clients/constituents on the legislative process, advocacy, budgeting, or another policy practice skill. Provide time in the training for clients/constituents to provide their thoughts on needed policy changes, and jointly create a set of next steps.

32


(Social Work Practice with Groups and Families) into the Field Setting

SOWK 632, Social Work Practice with Groups and Families, is designed for foundation students to learn about dynamics and basic procedures for direct practice with groups and families. The course first presents an ecological perspective on groups in clinical and organizational settings, explores group typologies, formation, composition, and development, and teaches concepts of group structure and process. The course then furnishes a foundation on social work practice with families, with emphasis on family structure and dynamics as well as beginning techniques for intervention with families. Opportunities for group practice experiences in field placement agencies are required for Foundation Students. Groups may be comprised of client members or staff members.

The following key concepts may be particularly relevant to field work:

Diversity, Multicultural Practice, and Ethics - The course incorporates a fundamental commitment to respecting human differences of all kinds and affirming their importance to group accomplishments and the workings of a pluralistic society. This perspective is viewed as an integral part of group and family work, historically and presently. Coursework includes applying a structured decision-making model to an ethical dilemma, and students are challenged to consider the fit between professional ethics and multicultural practice. Field instructors can work with students to assess and identify privilege and oppression in the students’ and clients’ experiences; to explore socially just and respectful approaches to working with diverse clients; and to resolve ethical dilemmas in the field setting by applying the values and ethics of the profession.

Foundation Approaches to Group and Family Work – Students are exposed to a broad array of techniques related to engagement, assessment, intervention, and termination with groups and families. They are encouraged to consider the impact of group membership and family relationships on all clients, regardless of the level of practice. Field instructors may be able to provide direct practice opportunities for students to work with groups and families or facilitate conversations about the impact of groups and families on clients at all levels.

Group Principles and Applications at the Organizational Level – The course covers

principles and techniques for facilitating task groups and discusses the dynamics of organizational teams, including multiprofessional teams. Field instructors can promote student access to professional task groups and encourage their participation where appropriate. Field instructors can assist students in understanding the dynamics and importance of task groups in their agencies.

In addition to class participation, students are evaluated on their application of the course content in a final exam on families and a mid-term paper on group work. Often, students will develop a proposal for a hypothetical group as their mid-term paper assignment; field agencies and/or client populations may be described in this paper. Students could benefit from field instructor input as to the value of particular group approaches in their field settings.

33


(Social Work Research) into the Field Setting

Potential Activities to Integrate Research into Field Placements

1. Tracking and assessing the quality of services provided a. Outcomes b. Processes c. Structures

2. Documenting protocol fidelity/implementation/program adherence; addressing drift

3. Identifying valid/reliable measures appropriate to the setting/population

4. Administering valid/reliable measures appropriate to setting/population

5. Assessing client progress using tools that were administered

6. Monitoring and evaluating clinical/program outcomes

7. Monitoring and assessing practice (implementation of intervention, reflection on client

engagement)

8. Documenting number of clients serviced through agency interventions; mapping services most utilized

9. Using data to inform clinical/programmatic decision-making

10. Conducting scientific literature reviews to identify cutting edge, research-supported practice

strategies

11. Writing up annotated bibliographies based on literature reviews to present to field instructor or field agency

12. Assess the appropriateness of current clinical outcomes (e.g., are they culturally appropriate?

evidence supported?)

13. Evaluating client satisfaction with services

34

Advanced Curriculum

Advanced Clinical SWCL 700—Advanced Clinical Interventions [3 credits] (Prerequisites: SOWK 630, 631, 635) This course seeks to integrate knowledge, attitude and skill components with the therapeutic perspectives traditionally associated with the practice of clinical social work. It will demonstrate how a comprehensive bio-psychosocial assessment of the individual can be employed to underpin the provision of a wide range of social services to individuals from diverse backgrounds. Specific attention will be given to individual therapy as a social service that clinical social workers are sanctioned to deliver by our society and our profession. SWCL 700 is required for clinical concentrator SWCL 744—Psychopathology [3 credits] (Prerequisites: SOWK 630, 631 and SOWK 635) This course is designed to provide the student with extensive knowledge of the major forms of emotional illness and their treatment. Students will develop competence in: diagnosis by mastering the currently accepted diagnostic code (DSM-V); and treatment planning through awareness and understanding of the most modern and accepted treatments for each major category of mental illness. Upon successful completion of the course, the student will be able to gather and analyze relevant information, make accurate diagnoses based upon that information, assess positive and negative factors affecting treatment decisions, develop an appropriate and contemporary treatment plan, and present it in a form consistent with current practice in the mental health professions. Students will be prepared for diagnosis and treatment planning activities appropriate to a variety of clinical settings. This course is offered both on campus and on the Web. This course is required for clinical concentrators.

Advanced MACRO SWOA 703—Program Development [3 credits] (Prerequisites: SOWK 630. SOWK 631, and 635) Program Management, a methods course, provides students with a general introduction to the knowledge and skills necessary to manage human services organizations, departments, programs, and/or services. It examines the structures and processes of human service organizations, the processes of management, and organization-building. Students learn various functions of management from an internal and external perspective. This course provides opportunities for students to build competencies and skills in each functional area through practical application.

or SWOA 704—Community Organization [3 credits]* (Prerequisites: SOWK 630. SOWK 631, 635) This methods course in community organization is aimed at students who want to expand and refine their skills in organization-building and collective action. It builds on foundation knowledge and skills from the prerequisite introductory level practice courses in the curriculum. This course is particularly relevant to direct practice with advocacy for disempowered groups in society, such as ethnic, racial, and other minorities, low-income people, women, the aged, and the disabled.

or SWOA 707- Social Policy and Social Change [3 credits] (Prerequisites: SOWK632 and 636) The course provides an overview of the policy-making process at the federal and state levels and analyzes the roles of the legislative, judicial and executive branches of the government in the policy making enterprise. The focus is a critical analysis of the key assumptions driving policy and policy change, such as social vs. individual responsibility and risk. Also included is a critical examination of the role that policy plays in the design of interventions and service delivery practices at the federal, state and local levels and the impact of changing policies on individuals, groups, communities and providers. In addition, it emphasizes the impact of policy on diverse and at-risk populations, and its implications for social and economic justice. Students will be introduced to both the analytical and interactional skills associated with social policy development, including social problem analysis, social planning, the legislative process at the federal, state and local levels, policy analysis and evaluation, and policy advocacy and social change. For more detail on specific coursework for specialization, refer to the UM SSW website, http://www.ssw.umaryland.edu


35

Process Recording Resources

36

PROCESS RECORDING: Clinical/ Individual Intervention

Student: Date: date of interview

Agency: (Full) Name of Field Agency Client System: Individual, Couple, Family…

Presenting Issue: Specific presenting issue for the client. Why the client is getting services?

Purpose: Specific reason for THIS intervention. Connection of this meeting to goals/service plan

Diversity Pre-Reflection: Prior to meeting with your client, what do you anticipate or note about the similarities and differences between you and your client that may have an impact on your interview? ( These may include race, ethnicity, age, gender, sexual orientation, ability, etc.)

Worker or Client

Content Skills Used Gut Reaction Analysis FI Comment

Identify who the

content is generated

from. No names (Minimum of # rows)

To the best of their ability they are to

record verbatim the dialogue and interaction

Students complete this column ASAP

after the intervention, then they can go back

and complete the other sections.

(REAL*) Social

work skill they used for each of their

rows of content *From

Cournoyer (see

handout),MI, CBT, etc.

THEIR gut reaction.

Name and describe their

feelings NOT client’s

feelings

Thoughts about the skill chosen, reason skill was

chosen, effectiveness,

client response, etc.

Specific feedback on columns to left and

adjacent rows

Overall Field Instructor comments are at end of

form.

Student Assessment Narrative: Analyzes their overall effectiveness. Patterns, Dynamics, Types of Skills used, Insight …AND their “next steps” to continue moving toward the service goals.

Cultural Humility Reflection: What are the implications of cultural humility and oppression for your client? What about for this interaction with your client?

Field Instructor Overall Comments: Think Developmental. Intervention as a whole. Tasks/assignments, and next steps to address.

Liaison Comments: usually after the field instructor comments

37

PROCESS RECORDING: Macro System

Student: Date: date of macro intervention/event

Agency: (Full) Name of Field Agency Describe the Macro System: (Examples: Committee, Coalition, Unit, Community) Include length of time this group has been gathering or if it is a onetime intervention/event.

Presenting Issue/Goal: Describe the target goal/ presenting issue. What is the issue or problem being addressed by the macro system?

Identify and describe the event/practice moment: Include purpose, specific reason for THIS event or intervention. Identify the goal or expected outcome of this intervention and how it is connected to the overall target goal. Was there an agenda? Time and length, specific location, who called or led the event, number in attendance and agencies/organizations represented. How were participants notified of event? Identify the individuals present and their role/title. If you do not know everyone then identify their organization or role. Discuss the composition /diversity of the group (including gender, race, socioeconomic status, age, religion/spirituality, culture.)

Role of student. Describe your role and assigned tasks at this event and relationship to group. Self-assessment of your performance at event. Content learned about your macro practice from this event.

Content of the Event: Including: (1) Discussion Points made at the event and by whom. (2) Identify any action(s) taken or decisions made. (3) Action(s) Planned, and persons identified as responsible to complete the task and date identified for the completion of task.

Feelings: Identify (your) feelings and emotions generated by the event, participants, or the issues discussed, or your role.

Power: Commentary on and reactions to dynamics of power and influence (who has it, how displayed). Comment on issues of multiculturalism and oppression as related to this event.

Student Assessment Narrative: Analyzes the overall effectiveness of the event - what went well and what could have been improved and how. Patterns, Dynamics, Types of Skills used and observed. Assess the formal and informal leadership.

Next Steps: Identify the “next steps” to continue moving toward the goals identified above. Self-reflect and identify personal insights on how to improve skills and knowledge.

38

PROCESS RECORDING Field Instructor Practice Activity

Dialogue Student Comments Field Instructor Comments

S T U D E N T

1.

W Hello Ms G, I see you have a full house today. Is there somewhere we can meet in private?

Rapport building Closed question

C That is ok. We can talk here we are all just friends.

It is a not a good idea to talk in front of all these people but I am glad she is comfortable with me.

W I have the results of the assessment you completed last week so let’s begin to go over the results.

S T U D E N T

2.

W Have you lived here very long?

C No not really.

W What are the names and ages of your children?

C Chris is 10, Casey is 8 and Peaches is 1.

W What schools do Chris and Casey go to?

I do not know if they are girls or boys? I hope I meet them today.

C School #24

W Do they like school?

C As much as any kid their age does. (smiling)

W How is their health?

C They are pretty healthy.

I am not sure where to go from here.

39


S T U D E N T

3.

W Being a new mother has a lot of challenges; tell me about how the baby is sleeping? I can see you look really tired; I bet the baby was up all night last night wasn’t he?

Open probe

C Yes, he was. (chuckling)

S T U D E N T

4.

W Good to see you today Ms. W. Let’s pick up where we left off last time. Trying to figure out why your children are missing so many days from school.

Focusing

C My boyfriend has been fighting with me a lot these days (long pause and sigh)… it really makes him blow his top when they miss school.

I have noticed anytime I try to focus on the attendance issue she avoids it and diverts the conversation to the fights she has with her boyfriend.

W It is a very important issue to miss school and it is so hard to make up missed work.

Focusing

40


S T U D E N T

5.

C The doctor said there was no reason for my miscarriage, but I know it is because there is something wrong with me and I will never be able to have children (sobbing)

W Lots of women have miscarriages and then afterward deliver healthy babies. I know because I had a miscarriage prior to the birth of my children.

Normalization

S T U D E N T

6.

C It is just not right that the kids make fun of him because he wets his pants. He can’t help it and I told them that.

I feel so bad for George.

W Sometimes kids can say some mean and hurtful things.

C I know it, and I told George to pay them no mind but he has no one else his age to play with near here.

She needs to do a better job finding him some new friends to play with.

W What about the children in his class at school? Does he talk about any of them?

C I don’t know. My neighbor takes him and picks him up from school.

41

TeT

Teachable Moments

& Performance Improvement

Plan

42

TEACHABLE MOMENTS

In small groups of 3-4 people read each scenario and discuss the following:

1.) How would you turn each situation into a teachable moment?

2.) Which competency area(s) does it address?

a. It’s the middle of October and your foundation student has missed two days of field

and used her allotted sick days to cover them. In supervision she says she needs to

take a couple of days off at the end of the month and asks if she can “just make up

the time later.”

b. Your student has been at your agency now for three weeks. He has completed the

agency orientation and is now shadowing with other social workers. One of your

colleagues reports back that he stated he “did not want to be assigned anyone who

was homeless and on drugs because he had no interest in helping those people.”

c. You walk by your student’s desk, you notice your student typing a document and her

text books are spread out on her desk. When you ask her what she’s doing she

says she is working on a class paper that’s due tomorrow.

d. You have an advanced student who has not submitted a process recording for

October or November. When you both receive the reminder email from your field

liaison in December, she submits one that is very short and sparse in the gut

reaction and analysis column.

e. It’s nearing the end of the first semester and your student just isn’t good at

interviewing clients. She has shadowed other workers. She has shadowed you and

you have observed several of her sessions including this one. She isn’t making eye

contact well, writes a lot of notes while the client is talking and isn’t incorporating the

feedback you have given her.

f. During supervision, your student is sharing an experience they had with a client during an intake interview. Your student mentions that their client stated that he did not want to complete the intake process with your student because the student does not identify as the client does (Afro Latino transgender male). Your student shares that he told the client, “Your race and gender does not matter.” “We are here to help everyone; we do not discriminate.” Your student then continued to share the agency’s anti-discrimination policy.

44

UMB (Baltimore) Student Resources

Writing Center: SMC Campus Center 621 W. Lombard St. Room 307 Baltimore, MD 21201 Phone: 410-706-7725 http://www.umaryland.edu/writing/ Wellness Hub SMC Campus Center 621 W. Lombard St. Suite 302 Baltimore, MD 21201 Phone: 410-706-7505 http://www.umaryland.edu/wellness/ Counseling Center HS/HSL 601 W. Lombard St, Suite 440 Baltimore, MD 21201 Phone: 410-328-8404 Hours: 8:30 a.m.–5 p.m. Monday–Friday Some evening hours available by appointment only http://www.umaryland.edu/counseling/

UMB (USG Shady Grove) Student Resources

Career and Internship Services Center, USG Building 111, First Floor shadygrove.umd.edu/careerservices Center for Counseling and Consultation Building 111, First Floor in library www.shadygrove.umd.edu/counseling Building 111, First Floor, in library 301-738-6273

http://www.umaryland.edu/writing/

http://www.umaryland.edu/wellness/



http://www.umaryland.edu/counseling/

45

PowerPoint Presentations

The Powerpoint Slides for each video presentation of the New Field Instructor

Orientation may be found on the Field Education Page on the SSW website

Field Instructor Orientation Manual · 4.1 CL Identify and assess the appropriateness of...

Documents

Transcript of Field Instructor Orientation Manual · 4.1 CL Identify and assess the appropriateness of...